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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Higher Certificate in Information Technology 
SAQA QUAL ID QUALIFICATION TITLE
125430  Higher Certificate in Information Technology 
ORIGINATOR
Berea College of Technology (Pty) Ltd 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Higher Certificate  Field 10 - Physical, Mathematical, Computer and Life Sciences  Information Technology and Computer Sciences 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 05  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered  EXCO 0638/26  2026-03-10  2029-03-10 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2030-03-10   2033-03-10  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Higher Certificate in Information Technology is to provide learners with an extensive introduction to the field of Information Technology, offering an industry-oriented qualification that focuses on software and web design and development, as well as an exposure to a range of future-oriented trends and technologies. A qualifying learner will be a well-rounded IT practitioner with academic and technical knowledge and skills in information technology networking, software, computer architecture, and operating systems, as well as application and web programming.

The curriculum ensures a high degree of portability and enables learners to enter multiple job roles and careers in their quest to meet individual and organisational requirements.

The qualification emphasizes integrating information technology into business practice. The successful learner will develop a foundational knowledge and requisite competencies in information technology, which can be applied to the business environment. Learners will obtain an intensive exposure to all aspects of computer architecture and operating systems, program design, software engineering, networking, and web technology. Training for this qualification is both theoretical and practical. It allows learners to grasp fundamental knowledge in the workings of various IT tools in the modern work environment.

The skills, knowledge, and understanding demonstrated within this qualification are essential for social and economic transformation and contribute to the upliftment and economic growth within the business sector. learners will be able to obtain employment in a range of junior programming, web developer, IT technical and administrative positions, including general IT support, technical support, network support assistant, helpdesk support, and IT call centers, data entry clerks, office administration, and related positions.

Upon completion of this qualification, a qualifying learner will be able to:
1. Communicate effectively, using various modes of accessing and communicating information to achieve IT and business goals and objectives.
2. Demonstrate the use of technical knowledge to support the completion of IT and business processes and to understand the role of software, hardware, operating systems and equipment.
3. Apply the principles of programming to design and develop websites and web applications to solve business problems.
4. Demonstrate knowledge of various information technology areas and apply technical skills and knowledge to support a range of core technologies in various IT and business uses.
5. Demonstrate an understanding of the implementation, administration and maintenance of databases in IT and business environment.
6. Demonstrate knowledge of data communications and networking to perform a range of network, database, and programming tasks to access and share information and services.
7. Apply the principles of programming to design and develop application programs to solve business problems.

Rationale:
The information era has created a host of information and communications technology and resource options for today's businesses, opening a vast array of opportunities. However, to compete successfully in this dynamic and competitive environment, businesses and organizations require people who can support their business goals and objectives by maximizing all aspects of the technology available.

The current skills deficit across all sectors means that there is a great need for staff that are qualified and able to perform across the key areas of information technology. Employees must be equipped with skills and knowledge that are key to the transformation of the South African economy, and they must be able to contribute to the positive performance of their employers. The qualification is highly relevant and required into today's business world as it focuses on what is required, thus allowing learners to contribute to regional and national goals by facilitating capacity building and human resource development.

Statistics available from the National List of Occupations in High Demand (2018) reflect a need for skilled Information Technology staff such as Systems Analysts, Programmers, Network Technicians, Training and Development professionals, and so on. This qualification has been designed and developed to make a positive contribution to the South African economy by providing an opportunity for the education and training of IT practitioners and national goals by facilitating capacity building and human resource development. The skills, knowledge, and understanding demonstrated within this qualification are essential for social and economic transformation and contribute to the upliftment and economic growth within the business sector.

By offering this qualification, the institution broadens access to tertiary education, since the minimum admission requirements for the certificate is lower than those applicable for a diploma/degree qualification. This qualification will enable learners to obtain employment in a range of junior programming, web developer, IT technical and administrative positions, including general IT support, technical support, network support assistant, helpdesk support, and IT call centres, data entry clerks, office administration, and related positions.

The qualification will also contribute to the full development of the learner within the IT environment by providing recognition and further mobility within the field. The qualification supports the philosophy of life-long learning, because learners will be able to increase their access to employment since this qualification also caters to individuals who are employed but lack the certification to perform efficiently or to be promoted.

This aligns with the following points as extracted from the Higher Education Qualifications sub-framework published by the Council on Higher Education (CHE) in 2013:
  • Facilitate access to, and mobility and progression within, education and training career paths.
  • Accelerate the redress of past unfair discrimination in education, training, and employment opportunities. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Recognition of Prior Learning (RPL):

    Recognition of Prior Learning in South Africa supports the transformation of the education and training system of the country. This calls for an approach to the development of RPL policy and practices that explicitly address the visible and invisible barriers to learning and assessment. The developmental approach must generate the commitment of all role players to remove these barriers and to build a visible, usable and credible system as an effective and creative vehicle for lifelong learning. Consensus must be reached around the criteria and support systems within which the integrity and quality of all assessments will be protected. At the same time, the opportunities and benefits of RPL must be extended to all learners and stakeholders. It is also imperative that a viable, sustainable and credible system is built for RPL.

    The institution has increasingly considered how learning that has taken place in a range of contexts may be assessed and formally recognised through accreditation. The institution's RPL process is aligned with national RPL Policies. As per the national and institutional RPL policies and procedures, RPL is applicable to all prospective candidates.

    RPL for access:
  • Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
  • To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.
  • The limitation of 10% of the cohort regarding admission applies as stipulated in the CHE guidelines.

    RPL for credits:
  • The candidate must demonstrate competence in the knowledge, skills, values and attitudes indicated in the qualification to obtain credits/credit exemptions.
  • This qualification may be achieved in part through the recognition of prior learning (a maximum of 50% of the credits), which includes informal, and formal learning and work experience.

    RPL for exemption from modules:
  • Learners may apply for RPL to be exempted from modules that form part of the qualification.
  • Applicants must provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

    RPL Process:
  • RPL candidate applies by completing and submitting the RPL Application Form and fees.
  • A formal meeting takes place between the RPL Selection Panel and the candidate, giving him/her the opportunity to motivate the application.
  • The institution will conduct a skills assessment in respect of skills not supported by evidence. Such an assessment covers the entire process applicable to a particular skill.
  • Feedback is given to the Applicant by the entire Selection Panel. The Applicant will also receive a written report of the RPL assessment result.
  • If the applicant is not granted admission onto his/her selected qualification, the panel refers the applicant to the learner counsellor, if necessary, to offer and explore career alternatives.

    Entry Requirements:
  • National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.
    Or
  • National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies.
    Or
  • Senior Certificate, NQF Level 4 without endorsement.
    And
  • A minimum of 40% pass in English. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of the following compulsory and elective modules at National Qualifications Framework, Level 5 totalling 128 Credits.

    Compulsory Modules, Level 5, 120 Credits:
  • Computer Architecture and Operating Systems, 12 Credits.
  • Business Communication, 8 Credits.
  • Programming Design and Development, 20 Credits.
  • Database Design and Administration, 16 Credits.
  • IT Project Management, 8 Credits.
  • End User Computing, 8 Credits.
  • Data Communications and Networking, 8 Credits.
  • Software Engineering, 12 Credits.
  • Web Development Technologies, 20 Credits.
  • Information Technology Practice, 8 Credits.

    Elective Module, Level 5, 8 Credits:
  • Mathematics 8 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Communicate effectively, using various modes of accessing and communicating information to achieve IT and business goals and objectives.
    2. Demonstrate the use of technical knowledge to support the completion of IT and business processes and to understand the role of software, hardware, operating systems and equipment.
    3. Apply the principles of programming to design and develop websites and web applications to solve business problems.
    4. Demonstrate knowledge of various information technology areas and apply technical skills and knowledge to support a range of core technologies in various IT and business uses.
    5. Demonstrate an understanding of the implementation, administration and maintenance of databases in IT and business environment.
    6. Demonstrate knowledge of data communications and networking to perform a range of network, database and programming tasks to access and share information and services.
    7. Apply the principles of programming to design and develop application programs to solve business problems. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Explain effective communication.
  • Illustrate effective verbal and written communication skills.
  • Use a variety of communication technologies to communicate effectively with stakeholders.
  • Use appropriate style and language to communicate coherently and concisely with stakeholders in the work environment.
  • Show interpersonal skills to work effectively as part of a team to achieve a common outcome.
  • Apply appropriate communication skills to interact with culturally diverse colleagues and customers.
  • Apply knowledge of social media.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Describe, explain, and demonstrate key operating system functions and their role in supporting IT infrastructure and business applications.
  • Apply knowledge of various types of operating systems (Windows, Linux, macOS) in a business environment.
  • Apply the use of computer hardware and software applications.
  • Display knowledge of networking principles for business, including LAN, WAN, and cloud computing.
  • Use office software to complete business tasks.
  • Apply knowledge of fundamental IT concepts to support business processes.
  • Utilize relevant methodologies and approaches to integrate IT solutions into business operations.
  • Describe and demonstrate social media applications.
  • illustrate awareness of ethical considerations in IT and business environments.
  • Apply industry best practices and compliance with South African IT regulations under supervision.
  • Apply knowledge of IT governance principles and security measures to protect business information.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Describe, explain and demonstrate knowledge of website design, hosting and deployment.
  • Describe, explain and demonstrate software, HCI and UX design principles and methods that apply to web programming.
  • Explain the principles of Internet programming.
  • Describe the techniques and aids for the thorough testing of software from initial design to implementation and operational performance.
  • Explain and discuss the need for documentation of programs to agreed standards.
  • Describe the features and properties of web and Internet programming and scripting languages and their suitability for specific tasks.
  • Utilize software engineering techniques, approaches and tools to design and develop web pages and web applications for an IT web development project.
  • Utilize IT project management techniques, approaches and tools to coordinate IT a web development project.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • Describe and explain the functions, components and use of operating systems.
  • Discuss current core technologies used in a range of business environments.
  • Describe the categories of computing devices currently available, and the functions, characteristics and applications of each.
  • Discuss the types of hardware used and facilities available to support local, national and international communications.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Describe databases models and types.
  • Describe basic database systems.
  • Explain and demonstrate database implementation tasks.
  • Discuss and perform maintenance tasks.
  • Discuss and perform database administration tasks.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • Describe and explain network technology.
  • Discuss data communications technology and devices.
  • Explain network topologies and architecture.
  • Describe network hardware and software.
  • Design a local area network in a multi-platform environment.
  • Implement a local area network.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • Describe, explain, and demonstrate software design principles and methods that apply to application programming.
  • Describe and demonstrate the techniques and aids for the thorough testing of software from initial design to implementation and operational performance.
  • Explain and demonstrate the need for documentation of programs to agreed standards.
  • Describe the features and properties of high-level programming languages and their suitability for specific tasks.
  • Utilize software engineering techniques, approaches and tools to design and develop application programs.
  • Utilize IT project management techniques, approaches and tools to coordinate IT application development project.

    INTEGRATED ASSESSMENT
    Assessment practices are open, transparent, fair, valid, and reliable. Various assessment techniques will be used to develop learning and to ensure appropriate learning and evaluation. An assessment plan will be included in each Study Guide. The plan will include a schedule of formative and summative assessments to be conducted during the year. It will also include assessment criteria, assessment methods, weighting, and timing of assessment. Assessment will be based on the nature, level, and scope of the module/subject area.

    The assessment techniques may include a combination of one or more of the following:
  • Written Tests.
  • Written Assignments.
  • Portfolios.
  • Oral assessments/demonstrations.
  • Mini projects.
  • Practical assessments.
  • Written Examinations.

    Formative Assessment:
    Formative assessment guides lecturers about the level of understanding and progress of learners. It consists of tests that are performed on a regular basis, especially at the end of a section or topic. The activities allow lecturers to recognize and respond to learners' thinking and make proper judgments of learners' progress levels of attainment. This type of assessment leads to self-reflection on both the part of learners learning and lecturer-led teaching. Based on this, lecturers can provide feedback to learners so that they can improve their future performance. On the other hand, lecturers can use this feedback to enhance their teaching and adjust their teaching materials based on the performance of learners. Formative assessment forms part of the teaching process and is included in the final mark.

    Summative Assessment:
    Summative assessment indicates the achievement status of a learner at a particular point in time, for example, semester one of an academic year [Y1, S2]. It is an exam where a mark is generated. Feedback is given based on this mark. It however provides fewer opportunities for learners to build on their strengths and learn from the mistakes compared to formative assessments.

    Formative and summative assessment breakdown:
    The qualification has clearly differentiated the formative and summative assessments per semester together with the number of tasks and weighting towards the final assessment. The academic programme is divided into 2 Semesters, with End of Year examinations and Mid-Year Examinations. The academic programme and the study guide clearly state that in each of the semesters, one written test, one written Assignment constitutes and the summative assessment. The formative assessment consists of 40-60% of the final mark whilst the summative constitutes 40%-60% of the Final mark (depending on the modules).

    Other forms of assessments are class-based assessments which involve activities set by the lecturer. The institution has reviewed and designed effective assessment practices through its policy on examination and assessment. Both summative and formative assessment is conducted and is timetabled and available to learners. Regular tests and assignments are conducted to achieve the intended outcomes, the content and the level of the module to address fairness and quality.

    Part of the assessment practices is the scheduling of mid-year and end-of-year written examinations to access the topics covered during the two semesters. Part of the assessment practice is to identify learners at-risk and provide academic support through consultation, counselling, and extra classes.

    Internal and external moderation / examination:
    All formative and summative assessments of non-exit level modules will be internally moderated by either subject experts or the Head of Department. In the case of the exit level modules, external experts from industry (provided they have the requisite academic qualifications at NQF 8), private and public higher education institutions with relevant academic qualifications (NQF8) as well as experience, will be appointed to serve as external examiners. The Institute will develop a database of highly qualified experts who will be called upon from time to time to assist with the moderation of the assessment tools as well as the learners' responses/scripts.

    Assessment of experiential learning:
    The purpose of WIL is to enable learners to contextualise their learning and achieve significant curriculum outcomes by accessing the experiential skills and knowledge environment by participating in workplaces. Collaborative involvement optimises learner learning and safety during placement and allows relevance of tuition to be tested and verified making the learners more marketable. In the case of the Work Integrated Learning module, assessments will also undergo external moderation.

    The Assessment and moderation of WIL is detailed in the WIL Policy and is further listed below:
  • On completion of WIL, the learner will attend an interview with a panel of staff members (at least 2 academics and the WIL coordinator).
  • The panel assesses the learner's performance during the interview and assigns an appropriate grade.
  • The panel will also assess the WIL Logbook submitted.

    The final WIL assessment will comprise of the final mark allocations:
  • Interview assessment (15%).
  • WIL Logbook Assessment (45%).
  • Site visit report by staff / WIL coordinator (20%).
  • Workplace supervisor report (20%).
  • On completion of WIL, the logbook is updated, signed, and sent for filing and central storage.
  • A sample of panel interview assessment report, WIL logbook assessment report, site visit reports, and workplace supervisor reports are sent to an external moderator for evaluation.
  • Mark adjustments are discussed at academic structures before being approved and implemented. 
    		•

    INTERNATIONAL COMPARABILITY 
    The qualification was compared to the following international qualifications:

    Country: USA
    Institution name: University of Virginia
    Qualification title: Certificate in Information Technology
    Duration: 18 months
    Credits: 18

    Entry requirements:
  • High school diploma or equivalent.

    Purpose/Rationale:
    The undergraduate Information Technology (IT) Certificate online is designed for individuals who are new to IT, career changers, and other professionals moving into entry-level and mid-level positions as systems and business analysts, web design and application developers, technical sales and marketing professionals, quality assurance experts and consultants. This program is ideal for individuals who want to advance in the Information Technology industry but do not have an undergraduate degree.

    Through coursework, learners will understand the strategic value of IT to businesses and will gain exposure to the web application development process. They will learn fundamental industry components such as IT architecture, systems analysis and design, web design, database systems, and more.

    Qualification structure:
    Compulsory Modules:
  • Strategic Business Value of Information Technology.
  • Basics of Web Design.
  • Enterprise System Architecture & Design.
  • Database Management & Business Intelligence/Analytics.
  • Web Application Development - Building Dynamic Websites.

    Elective Modules:
  • Cloud Computing Foundations.
  • Agile Project Management.
  • Data Analytics & Decision-Making.
  • Securing the Cyber World.

    Similarities:
  • The University of Virginia (UV) and the South African (SA) qualifications are both designed to introduce learners to Information Technology (IT).
  • Both qualifications require learners to have completed high school and in possession of a certificate.
  • Both qualifications have compulsory and elective modules in their qualification structure.
  • Both qualifications emphasize integrating Information Technology into business practice and share similar modules such as 'Strategic Business Value of Information Technology' and 'Business Communication'.

    Differences:
  • The UV qualification is offered in 18 months, whereas the SA qualification is offered for one year.
  • The UV qualification has 18 credits, whereas the SA qualification has a minimum of 120 credits.
  • The SA qualification has only one elective module for learners without grade 12 mathematics, whereas the UV qualification has four elective modules.
  • The UV qualification is offered online, whereas the SA qualification is offered in a traditional in person setting.
  • The UV qualification is titled 'Certificate in Information Technology' whereas the SA qualification is titled 'Higher Certificate in Information Technology' according to SA nomenclature.

    Country: Australia
    Institution name: Kangan Institute
    Qualification title: Certificate III in Information Technology
    Duration: 6 months

    Entry requirements:
  • Obtain a Level 2 in LLN (Language, Literacy and Numeracy) assessment.

    Purpose/Rationale:
    This qualification is the perfect blend of foundational knowledge and practical application, tailored for those seeking to demystify the digital world and step into a tech career with confidence. Learners will dive into the essentials of software development, where they will learn basic coding practices to bring their ideas to life. Learners will learn how to construct simple yet impactful websites and utilising cloud tools that are the backbone of modern technology. The approach simplifies complex concepts, ensuring that learners gain the skills to build and manage digital projects. Learners will gain a solid understanding of how networks operate, the interplay between hardware and operating systems, and the importance of cyber security for personal information. The qualification will empower learners with the know-how to identify vulnerabilities and protect data, an increasingly vital skill in both professional and personal realms. Additionally, learners will gain skills in technical support, network administration, web technologies, and software applications.

    Possible job titles relevant to this qualification include:
  • Help Desk Officer.
  • ICT Operations Support.
  • Technical support.
  • Software Support Technician.
  • Website Administrator.

    Qualification structure:
    Compulsory Modules:
  • Develop and extend critical and creative thinking skills.
  • Securely manage personally identifiable information and workplace information.
  • Identify IP, ethics and privacy policies in ICT environments.
  • Apply introductory programming techniques.
  • Provide ICT advice to clients.

    Elective Modules:
  • Use business software applications.
  • Research using the internet.
  • Maintain security of digital devices.
  • Create visual design components.
  • Evaluate characteristics of cloud computing solutions and services.
  • Produce interactive animations.
  • Use computer operating systems and hardware.
  • Operate application software packages.
  • Design and create basic organisational documents.
  • Interact and resolve queries with ICT clients.
  • Identify and use industry specific technologies.
  • Customise packaged software applications.
  • Use advanced features of applications.
  • Validate test cases and develop proof of concepts.
  • Work collaboratively in the ICT industry.
  • Apply introductory object-oriented language skills.

    Similarities:
  • The Kangan Institute (KI) and the South African (SA) qualifications both have compulsory and elective modules.
  • Both qualifications introduce learners to Information Technology and support their progression into more advanced roles or studies.
  • The KI and SA qualifications produce qualifying learners who can serve in similar roles, such as website administrators, technical support, IT technicians etc.,

    Differences:
  • The KI qualification is offered for a duration of 6 months, whereas the SA qualification is offered for one year.
  • The KI qualification requires learners to have completed a language, literacy and numeracy assessment whereas the SA qualification only requires either a NSC, SC, or NCV for entry.
  • The KI qualification is titled 'Certificate III in Information Technology' whereas the SA qualification is titled 'Higher Certificate in Information Technology' according to SA nomenclature.
  • The KI qualification focuses on core Information Technology concepts, while the SA qualification emphasizes the application of IT in business contexts, as reflected in its 'Business Communication' module. 
    		•

    ARTICULATION OPTIONS 
    This qualification provides opportunities for horizontal and vertical articulation options.
    Horizontal Articulation:
  • Higher Certificate in Information and Communication Technology, NQF Level 5.
  • Higher Certificate in Information Communication Technology in User Support, NQF Level 5.
  • Higher Certificate in Information Systems Support, NQF Level 5.
  • Higher Occupational Certificate: Information and Communication Technology: Business Development Consultant, NQF level 5.

    Vertical Articulation:
  • Advanced Certificate in Information Technology, NQF Level 6.
  • Advanced Certificate in Information Technology Governance, NQF Level 6.
  • Diploma in Information and Communication Technology in Business Analysis, NQF Level 6.
  • Diploma in Information and Communication Technology in Communication Networks, NQF Level 6.

    Diagonal Articulation:
  • Higher Occupational Certificate: Information and Communication Technology: Business Development Consultant, NQF Level 6.
  • Occupational Certificate: Software Engineer, NQF Level 6.
  • Advanced Occupational Certificate: Extended Reality Developer, NQF Level 6.
  • Advanced Occupational Certificate: Cybersecurity Practitioner, NQF Level 6. 
    		•

    MODERATION OPTIONS 
    N/A 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    N/A 

    NOTES 
    N/A 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Berea College of Technology (Pty) Ltd 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.